Epos – an instrument for the assessment of the ethical position in software development

Digital technology becomes more powerful, intelligent, pervasive and ubiquitous. Ethical aspects of this development have not yet drawn the appropriate attention of researchers and engineers. This paper presents an instrument that aims at measuring the individual ethical position with regard to the design and development of computer software. The development of the Epos tool was based on two data collections. The data of the first survey (n₁ = 147 participants) were used to select items and to determine the factorial structure of the questionnaire. Results show that the Epos instrument reliably assesses peoples’ ethical opinion with respect to five central components: (1) regulation, (2) data privacy, (3) domain specific knowledge, (4) societal responsibility and (5) company responsibility. In the second survey, we determined the stability of the instruments factor structure by assessing a sample of n₂?=?196 participants. A confirmatory factor analysis (CFA) supported the initial factor structure. Next steps and further implications are discussed regarding the final version of the questionnaire.     

Developing social impact assessment guidelines in a pre-existing policy context

Few jurisdictions have translated internationally agreed social impact assessment (SIA) principles into statutory provisions. Governments and regulatory bodies tend to provide developers with high-level frameworks, or require that social impacts be ‘considered’, without specifying how this is to be done. In Australia, this lack of clarity leaves all parties uncertain about requirements for SIA. The New South Wales (NSW) Government’s 2017 release of the SIA guideline for State-significant mining, petroleum and extractive industry development represents an attempt to clarify requirements and provide guidance. In this paper, we describe the process of bringing this guideline to fruition from the perspective of being directly involved in its development, and highlight the challenges involved in integrating leading-practice principles into the state’s pre-existing policy framework. While the guideline represents a significant advance in policy-based SIA guidance, some aspects leave room for improvement. The real test of the guideline’s impact will lie in its influence on SIA practice in NSW, and ultimately in social outcomes for communities affected by resources projects.     

The development of a single-item Food Choice Questionnaire

Based on the multi-item Food Choice Questionnaire (FCQ) originally developed by Steptoe and colleagues (1995), the current study developed a single-item FCQ that provides an acceptable balance between practical needs and psychometric concerns. Studies 1 (N = 1851) and 2 (2a (N = 3290), 2b (N = 4723), 2c (N = 270)) showed that the single-item FCQ scale has good convergent and discriminant validity. Generally, the results showed the highest correlations with the related multi-item dimensions (>0.40). Study 2 refined the scale. Only the items for convenience (Study 2a), sensory appeal (Study 2b) and mood (Study 2c) needed to be revised (as Study 1 showed a correlation between the multi-item and the single-item below the threshold of 0.60). The results also showed comparable predictive validity. Both methods revealed similar association patterns between food motives and consumption behaviours (Fisher’s z tests revealed agreements of 86.2% for Study 1, 92.9% for Study 2a and 100% for Studies 2b and 2c). Study 3 (N = 6062) showed an example of the added value of a context-specific application for the single-item FCQ. Different motives were shown to be relevant across contexts, and the context-specific motives had additional explained variance beyond the general multi-item FCQ. Studies 2b and 3 also showed the performance of the single-item FCQ in an international context. In sum, the results indicate that the single-item FCQ can be used as a flexible and short substitute for the multi-item FCQ. The study also discusses the conditions that should be considered when using the single-item scale.     

Material design and development: From classical thermodynamics to CALPHAD and ICME approaches

This paper presents an overview and examples of material design and development using (1) classical thermodynamics; (2) CALPHAD (calculation of phase diagrams) modeling; and (3) Integrated Computational Materials Engineering (ICME) approaches. Although the examples are given in lightweight aluminum and magnesium alloys for structural applications, the fundamental methodology and modeling principles are applicable to all materials and engineering applications. The examples in this paper have demonstrated the effectiveness and limitations of classical thermodynamics in solving specific problems (such as nucleation during solidification and solid-state precipitation in aluminum alloys). Computational thermodynamics and CALPHAD modeling, when combined with critical experimental validation, have been used to guide the selection and design of new magnesium alloys for elevated-temperature applications. The future of material design and development will be based on a holistic ICME approach. However, key challenges exist in many aspects of ICME framework, such as the lack of diffusion/mobility databases for many materials systems, limitation of current microstructural modeling capability and integration tools for simulation codes of different length scales.     

非常规蛋白基木材胶黏剂研究现状及发展前景

介绍了动物和植物型非常规蛋白资源的种类及其制备蛋白基木材胶黏剂的研究现状和存在的问题,展望了非常规蛋白胶黏剂的发展前景。     

大同市水资源开发利用状况与承载能力的思考

文中分析了大同市水资源开发利用的状况，并对水资源承载能力的有关问题进行了讨论。     

图书在版编目研究

简述了英、美等国图书在版编目的发展和中国实施在版编目的意义、作用及特点,对中国实施图书在版编目提出了设想和建议。     

The Intellectual Development of Science and Engineering Students. Part 2: Teaching to Promote Growth

As college students experience the challenges of their classes and extracurricular activities, they undergo a developmental progression in which they gradually relinquish their belief in the certainty of knowledge and the omniscience of authorities and take increasing responsibility for their own learning. At the highest developmental level normally seen in college students (which few attain before graduation), they display attitudes and thinking patterns resembling those of expert scientists and engineers, including habitually and skillfully gathering and analyzing evidence to support their judgments. This paper proposes an instructional model designed to provide a suitable balance of challenge and support to advance students to that level. The model components are (1) variety and choice of learning tasks; (2) explicit communication and explanation of expectations; (3) modeling, practice, and constructive feedback on high‐level tasks; (4) a student‐centered instructional environment; and (5) respect for students at all levels of development.